School value-added models are increasingly used to measure schools’ contributions to student success. At the same time, policymakers and researchers agree that schools should support students’ social-emotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited.
Uses topic modeling of over ten thousand teacher applicant essays on closing achievement gaps to examine how views of equity relate to hiring outcomes.
Uses the first large-scale panel surveys of social-emotional learning to produce school-level value-added measures for growth mindset, self-efficacy, self-management, and social awareness.
Asks whether early U.S. compulsory schooling laws, passed 1852 to 1918, improved equality of school attendance and attainment by class, nativity, and race.
Compares 218 conversations between European American and Taiwanese mothers and their children about good and poor learning, revealing cultural differences in learning beliefs.
Investigates whether young children have a sense of social class and their own socioeconomic standing, a prerequisite for relative deprivation to shape child outcomes.
Uses a nationally representative kindergarten cohort to examine how ADHD severity shapes the relationship between diagnosis and later academic achievement.
Describes how Promesa Boyle Heights, a Los Angeles neighborhood collaborative, engages parents, youth, and residents as decision-makers to benefit young people and families.
Examines whether the academic ability of those entering teaching has risen since the turn of the century, as teacher accountability policies took hold.
Shows, using data from California's CORE districts, that surveys of social-emotional learning and school climate are reliable, valid, and informative measures of school performance.
